Teaching method and learning aid(s) to speak any foreign language

ABSTRACT

This teaching method uses this one-two-sided learning aid, called the ONE-PAGE-BOOK, a combination of two languages in which the syntax of the target language is set up to allow the student to learn how to speak, think, write, read and understand the target language. This portable, always accessible and easy-to-use learning aid will allow the student to spontaneously communicate within 120 hours of formal language training by just following the numerical sequence found in the learning aid. This new teaching method does not require memorization, repetition or the use of grammar as the main way to teach the target language. With the use of the learning aid no additional textbooks would be needed.

BACKGROUND

[0001] 1. Field of the Invention

[0002] This invention, a teaching method, used with a learning aid(s),to acquire speaking, thinking, writing, reading and understandingabilities in foreign languages, relates directly to methodologies tolearn foreign languages.

[0003] 2. Background and Related Art

[0004] Traditional methods of learning languages, such as using grammar,memorization, and repetition, have proven to be a failure as mankindstill struggles to find a much practical, effective, and faster ways tolearn foreign languages. With the use of modem technology (e.g. videos,computer programs and the like), many claim to have found better ways tolearn foreign languages. Some inventors still insist in the use oftraditional ways of learning languages such as memorization, or fancydevices such as microphones and the like. Where developers of thesetraditional and new methods fail is in understanding that speaking alanguage is a social not an intellectual skill!

[0005] When observing how children learn to speak their own language,they only assimilate and process the information they need tocommunicate at that particular time. Nowadays students of foreignlanguage are loaded with too much grammar, too much cognitiveinformation. This teaching method approaches the students by having themfirst learning the syntax of the language (the natural way nativespeakers speak their language,) and then its grammar. By using thisapproach the students actually get to speak the studied language beforethey start learning the grammar.

[0006] Therefore, giving the people the opportunity to learn a foreignlanguage in a more effective and faster way will contribute greatly tomankind by opening the doors to a greater communication andunderstanding among individuals and nations.

[0007] SUMMARY OF THE OBJECT AND ADVANTAGES OF THE INVENTION

[0008] Accordingly, several of the objects and advantages of theteaching method and the learning aid, called ONE-PAGE-BOOK, to learnforeign languages are:

[0009] a) to provide a teaching method that radically expedites theprocess of learning a foreign language by allowing students to speak aforeign language within 120 hours of formal language training.

[0010] b) to provide the students with the ability to spontaneouslycreate their own sentences to freely express their needs, wants andopinions.

[0011] c) to show and teach the student how to use monologues to helpthem to create useful and meaningful sentences.

[0012] d) to help the student maintain a higher degree of interest inthe learning process by recreating real-life situations, and talkingabout topics of his/her own interest, not limiting the students to thefictitious characters found on textbooks.

[0013] e) to show the students how to actually get to speak the targetlanguage.

[0014] f) to provide a learning aid that radically simplifies theprocess of learning a foreign language by using a one-two-side-writtensheet, instead of a textbook.

[0015] g) to provide a learning aid folded in a particular way (refer todrawings) for accessibility and portability of this always ready-to-usereference sheet.

[0016] h) to use with the learning aid one or more alphabets as needed,whether Roman, foreign or Roman equivalent.

[0017] i) to accommodate in the ONE-PAGE-BOOK any type of word list ortopics such as: business, travel, religious, technical, or any other asneeded.

[0018] j) to facilitate the process of learning a foreign language byusing in the learning aid which contains the most basic syntax conceptsnecessary to speak any foreign language.

[0019] k) to discourage and avoid the tedious use of memorization,repetition, and copious grammar textbooks.

[0020] l) to increase the student's writing skills, and thinkingabilities in the target language by daily writing and by using theirpersonal experience to increase vocabulary and maintain the interest inthe learning process.

[0021] Further objects and advantages are to avoid the passive learningprocess, such as watching videos, listening to tapes or using a computerto avoid limiting the student to depend on having access or carryingsuch devices at all times. Such tools promote repetition, memorizationand the learning of a limited vocabulary. Such devices are ratherhelping tools, but by no means a way to learn foreign languages! Furtherobjects and advantages will become apparent from studying the ensuingdrawings and description.

BRIEF DESCRIPTION OF THE DRAWINGS

[0022] The foregoing aspects and advantages of the invention will becomemore readily appreciated, as the invention becomes better understood byreference to the following detailed description, when taken inconjunction with the accompanying drawings and actual samples of thelearning aid, wherein:

[0023]FIG. 1 FRONTAL VIEW.

[0024] Sample illustration of the frontal view of the learning aid.

[0025] PAPER SIZE (8)—Will vary (8½ by 11 inches; 14 by 17 inches or anyother custom format.)

[0026] HEADING (10)—In a fine print, abbreviation of the two languages,version and main topic.

[0027] COLUMN (12)—Includes a list of words in the first language (thestudent's native language) placed in alphabetical order, and itscorresponding translation or transliteration of the second (target)language. Each column will be numbered following consecutive numbers.

[0028] WORD LIST (14)—Includes a varied list of words in the firstlanguage.

[0029] TRANSLATION (16)—The word list will contain the translation(s) tothe second language.

[0030] NUMBER (18)—There may be as many numbers (whole or fractions) asneeded.

[0031] SHAPES (20)—Some other explicative shapes may include but are notlimited to: boxes, frames; symbols such as asterisks, brackets, and thelike; colored and shaded elements, if necessary. Also, different fontformats such as subscript, italics, bold, and underline.)

[0032] CREDITS (22)—Name of the company using the corresponding rights,copyright symbol and year of the copyright and or patent, and any otherpertinent information as needed.

[0033]FIG. 2. REVERSE (OPPOSITE) SIDE

[0034] Sample illustration of the reverse side of the learning aid.

[0035]FIG. 3. FLIPPING OF THE LEARNING AID(S)

[0036] Sample illustration of the learning aid on how it must be used(flipping it over) (24) to use it correctly and for the purpose ofpracticality, and speed.

[0037]FIG. 4. FOLDING.

[0038] Illustration of the learning aid on how should be folded (26)correctly for the purpose of accessibility and portability.

[0039]FIG. 5. FOLDING—FINAL PRESENTATION

[0040] Sample illustration on how the learning aid will be seen aftercompletely folded.

[0041] It should be stated with regard of the drawings that the merelyillustrative of categories, symbols and elements, could and would, inactual usage, be expanded according to the criteria required by thecountless possibilities of language combinations, word list, andsyntaxes.

[0042] LIST OF REFERENCE NUMERALS

[0043]8—PAPER SIZE 10—HEADING 12—COLUMN

[0044]14—WORD LIST 16—TRANSLATION 18—NUMBER

[0045]20—SHAPES 22—CREDITS 24—FLIPPING

[0046]26—FOLDING

DETAILED DESCRIPTION OF THE INVENTION

[0047] Learning aid(s)—ONE-PAGE-BOOK

[0048] In order for a person to speak a foreign language, this teachingmethod must be used along with the learning aid. The learning aid can beset up using the Roman alphabet, foreign alphabets, or their Romanizedequivalents. It can also be set up following the natural direction ofthe writing system of the studied language. For instance, if someonewants to learn Arabic, the learning aid will be written from right toleft, because that's how that language is written, using the Arabicalphabet or its Romanized characters.

[0049] First, in describing the learning aid, it has a combination ofindicia, e.g. columns, lists of words, numbers; shapes, symbols, coloredand shaded elements, notations, and the like that could be created by acomputer program. The indicia are used mainly for grammatical andphonetic purposes or for space consideration each one having aparticular meaning, which may vary depending in the studied language.For instance, columns have a list of words in the first and secondlanguage. All columns are numbered. Columns typically share the samenumber when they list the same type of words (e.g. columns under numberthree (3) are for nouns, or words under number four (4) are forprepositions.) In one language question words could be number one (1)but in another language they could be number eight (8). They, of course,change depending on the structure of the second language. At times, thelanguage structure will require the use of two columns number one (1),or two columns number two (2), or two columns number three (3), andstill contain different type of words. For example in learning Spanish(refer to the pink prototype,) there are two columns number one (1), onefor question words and the other one for time related words.

[0050] The word lists found in the numbered columns are always placedfollowing the natural syntax of the second language. The listed words,in the first language and always in alphabetical order, are translatedinto the second language. This teaching aid(s) typically does notinclude words that are similar in the two languages. The reason for thisis that some word similarities between the two languages are easier toremember, and also for space considerations. Following the givennumerical sequence of each column, a person spontaneously will be ableto create any sentence in the target language. It should be obvious thatall words pertaining to a specific topic cannot be included in thelearning aid required for patent.

[0051] For every language combination (the first and the secondlanguage) a ONE-PAGE-BOOK must be developed. This learning aid should beprinted in such a way that when the student flips it over the secondpage comes up ready to be used. To facilitate its use, a folding systemhas been designed (refer to the drawing description.)

[0052] The learning aid in itself can be seen just as a list of words.Only when the appropriate method is used to interpret all its indiciaand show the student how to use it in order to learn a foreign language,is when the learning aid gains it value, otherwise, by using it byitself will not allow the student to speak a language within theexpected 120 hours.

[0053] Second, in describing the method the following steps should befollowed: The instructor will introduce the student to the syntax of thesecond language by creating complete sentences. As more and moresentences are created the student will be exposed to the grammar of thelanguage, including but no limiting to gender, number, and tenses.

[0054] The instructor will also teach the principle of monologue, how toask questions, real-life situations will be re-created and colloquialexpressions will be taught. All along the course the teacher willinstruct the student on how to actually get to speak the language.

[0055] OPERATION OF THE INVENTION

[0056] Method

[0057] The way the teaching method is used in combination with theONE-PAGE-BOOK is very simple. Let's say a Spanish speaker wants to learnEnglish. The learning aid will be set up from Spanish into English.(Refer to the blue prototype.)

[0058] The instructor will ask the student in his/her own nativelanguage how he/she would say something (a complete sentence) in thesecond language. Let's use as example the Spanish sentence “YO TENGO UNACASA BONITA”.

[0059] a) The student will first look for the first word YO (found incolumn #3) and the translation will show I.

[0060] b) Once found, the student will look in the following number,number four (4) and look in alphabetical order for tener (the infinitiveform of TENGO, our second word) to find have in the translation.Whenever necessary the instructor will explain any element (symbols,shapes) or grammar (conjugation, word differences.)

[0061] c) The student then looks up in the following number, five (5)looking for UNA (un), a in English.

[0062] d) When needed, the student will flip over the page (as shown inthe drafting specifications) to find the next word in the followingnumber. In this case CASA (house) is not going to be found in ⅚(fraction) but in {fraction (5/7)}. The word BONITA (pretty) is going tobe in ⅚ instead of {fraction (5/7)}. The instructor will explain why theword order is reversed, and what the difference between house and home(CASA {fraction (5/7)}) is.

[0063] e) The student will then come up with the sentence “I HAVE APRETTY HOUSE” just by following the numerical sequence 3, 4, 5, ⅚, and{fraction (5/7)}.

[0064] By using this simple approach, right from the first class thestudent will be able to create any complete, meaningful and usefulsentence. Writing on a daily basis is at this point highly stressed.Instructors will follow this pattern (using complete sentences) andprogressively introducing the student into more complex grammaticalconcepts while avoiding using technical words (e.g. gerund, participle,adverbs, etc.) whenever permitted.

[0065] Once the student shows ability and confidence on creating anysentence the instructor will teach the student how to ask questions. Byway of example, the instructor asks the student in his/her own language:How would you say in English:

USTED NECESITA MAS? Then the instructor will explain that to askquestions the student must start in number one (1) or two (2). Based onthe given example, the student will start in number two (2), theinstructor will explain why, then:

[0066] a) The student in this case must use Do to start with thequestion.

[0067] b) Then the student will go to the next number, number three (3)to find USTED, you.

[0068] c) Then the student will look for number four (4) to find, inalphabetical order for NECESITAR,/Need.

[0069] d) Finally, the student will look, in alphabetical order, in thefollowing number five (5), MAS, more, out of several options.

[0070] e) The student will then come up with the sentence “DO YOU NEEDMORE?” just by following the numerical sequence 2, 3, 4, and 5.

[0071] Once the students have learned how to ask questions the classwill focus more on speaking. Finally, the student will also beintroduced to daily real-life situations and colloquial expressions.

[0072] The more the students use the ONE-PAGE-BOOK and exposeshimself/herself to the target language (native speakers, television,reading, and so forth,) the sooner they will achieve the ability tocommunicate using the target language. At a point, students may findthat the learning aid becomes inadequate for the level of proficiencythey have reached. The teaching method will help the student developspeaking, writing, reading and understanding abilities in the secondlanguage, and also showing them how to actually get to speak the secondlanguage.

[0073] For those languages that use an alphabet other than the Roman,using at the beginning of the course a Romanized ONE-PAGE-BOOK for thatlanguage will allow the students to communicate in that language evenbefore they learn the new alphabet.

[0074] Finally, there will be countless of different situationsdepending on the syntax structure of the target language, but inessence, this is how the learning aid operates.

DESCRIPTION AND OPERATION OF ALTERNATIVE EMBODIMENTS

[0075] DESCRIPTION—ONE-PAGE-BOOK

[0076] The ONE-PAGE-BOOK allows the combination of any two givenlanguages from any family of languages (one the spoken by the studentand the second one the target language). For instance, the teachingaid(s) could be set up from Chinese to Russian, Thai to Spanish, Englishto Japanese or any other imaginable combination. The teaching aid(s)will always be set up following the syntax structure of second language.

[0077] WORD CHOICE

[0078] There are countless possibilities of word choices (primarily, butnot limited to nouns). The range or topics can go from children andmilitary terms, to astronomy and religious jargon, and all other topicsin between, all depending on the student's area of interest.

[0079] STRUCTURE

[0080] Basically, there are two main directions in which theONE-PAGE-BOOK can be structured, from left to right and from right toleft, this is based solely in they way the target language is written. Athird set up could be from top to bottom.

[0081] NUMBERS

[0082] In all instances, whole and fraction numbers will be used.Numbers can go as far as needed and required by the syntax of the targetlanguage. For instance: 1, 2, 3, ¾, ⅗, {fraction (3/6)}, {fraction(3/7)} and so forth; 1, 2, 3, 4, ⅘, {fraction (4/6)}, {fraction (4/7)},{fraction (4/7)}, or 1, 2, 3, 4, 5, ⅚, {fraction (5/7)}, {fraction(5/7)}, ⅝ and so forth. Where to start with the fraction numbers? Thatsolely depends in the structure of the second language. Also, numberscan be repeated. There can be two numbers one (1), two numbers two (2),and so forth.

[0083] SHAPES

[0084] Different type of shapes may be used to convey a grammatical andphonetic concepts, or for space considerations. Such shapes include butare not limited to: frames, circles, asterisks, symbols (e.g. /, @,{circumflex over ( )}, ______, #, +,) or any other that could be createdby a computer program. Whenever grammar concepts should be taught,colored and shaded elements may be used.

[0085] WORD POSITION

[0086] Among the many languages spoken worldwide, some are classified asSVO (subject, verb, object,) others are classified as OVS, VSO, OSV, andSOV. So, numbers and word position will be determined depending on thesyntax of the second language. For example, while some question words insome languages could be number one (1), in some other languages, theymay be number eight (8), or they even may take the last or the before tolast position.

[0087] PAPER SIZE, COLOR AND TEXTURE

[0088] Other formats may be used to print the learning aid as needed.Color paper might be used to differentiate one language from another.Any type of paper texture can be used, such as bond, glossy or any otherfancy or security type of paper.

[0089] METHOD-GRAMMAR

[0090] The curriculum/syllabus must be introduced in an orderly manneras mentioned in the description. Briefly, the students will beintroduced to one verb one meaning, one verb two or more meanings,asking questions, and by using real-life situations and colloquialexpressions. However, possibilities and considerations on what to teachfirst will vary from one language to another. For instance, if a Chineseperson wants to learn English, present, past, and past participle tensesmust be taught. But if an English speaking person wants to learnChinese, tenses are not stressed because Chinese has a differentapproach to tenses. Many different situations could be raised whentalking about gender, morphology, cases, modes, and the like.

[0091] Thus, seeming the possible number of combinations and situationsalmost infinite, knowledge of at least the two languages in questionwill determine the criteria to be followed.

[0092] OPERATION

[0093] ONE-PAGE-BOOK AND METHOD

[0094] The inventor believes that in order to have a person speaking aforeign language within 120 hours this teaching method must be usedalong with the learning aid.

[0095] Operation is basically the same as stated in the specifications.Again, the numberless possibilities of language combinations give roomsto subtle changes that at the present time cannot be foreseen. The mostimportant element is, in any given case, to know how to use and applythe method in combination with the learning aid.

[0096] SEQUENCE LISTING

[0097] Non Applicable

[0098] CONCLUSION, RAMIFICATIONS, AND SCOPE OF THE INVENTION

[0099] Thus the reader will notice that by using the teaching method inconjunction with the learning aid, the ONE-PAGE-BOOK, the inventionprovides a much easier and faster way to actually speak a foreignlanguage.

[0100] While the above description contains a number of specifications,these should not be construed as limitations on the scope of theinvention, but rather as exemplification of one preferred embodimentthereof. Many other variations are possible. For example, the list ofverbs can vary from one language to another, eliminating some or usingsynonyms (duplicating); change of its presentation. Its size can also bemanipulated, such as a large format to be used at a larger scale.

[0101] Accordingly, the scope of the invention should be determined notby the embodiments illustrated, but by the appended claims and theirlegal equivalents.

1. A method of teaching a person how to communicate in a foreignlanguage, comprising: a) providing a learning aid on a one-two-sidereference sheet combining two languages written using at least onealphabet, having at least one word of a first language and at least onetranslated word of said first language, with said words listed inlabeled columns and tailored to topics of interest demand, that follow asequential series of steps and a plurality of indicia according to thenatural syntax of the second language, and c) providing said learningaid is folded for accessibility and portability. Wherein said teachingmethod will show how to develop spontaneous speaking, thinking, writing,reading and understanding abilities by following the syntax on saidlearning aid by creating complete sentences, and by teaching the grammarof the language by using the plurality of indicia as required by thesecond language. Wherein said teaching method teaches the principle ofmonologue, how to ask questions, and re-creating real-life situations,and how to get to speak the second language. Wherein the teaching methoduses the learning aid by flipping it over for practicality and speed.